Social Learning Theory-Albert Bandura.ppt

Presentation on social learning theory by albert bandura.

1. Social Learning TheorySocial Learning Theory
““One difficulty with many learning theories is their One difficulty with many learning theories is their
almost exclusive emphasis on the processes of almost exclusive emphasis on the processes of
acquisition of behavior and performance, and their acquisition of behavior and performance, and their
almost total neglect of the content of personality”almost total neglect of the content of personality”
~Julian Rotter, 1972~Julian Rotter, 1972

2. Radical Behaviorism Radical Behaviorism
Pros and ConsPros and Cons
•Pros: “Scientific”Pros: “Scientific”
–Deals with observable, measurable Deals with observable, measurable
phenomenaphenomena
–Rigorous methodologyRigorous methodology
•Con: Ignores the things that make Con: Ignores the things that make
humans “human”humans “human”
–Cognitions Cognitions
–EmotionsEmotions
–““Free Will”Free Will”

3. Therefore….Therefore….
•Albert Bandura’s Albert Bandura’s
(1960s +) Social (1960s +) Social
Learning TheoryLearning Theory
–aka Social aka Social
Cognitive TheoryCognitive Theory
•Put the “person” Put the “person”
back into back into
personalitypersonality

4. Theoretical Foundations of Theoretical Foundations of
Social Learning TheorySocial Learning Theory
•Psychodynamic explanations of behavior are Psychodynamic explanations of behavior are
flawed flawed
–They are based on They are based on inferredinferred drives/needs/etc., drives/needs/etc.,
which cannot be testedwhich cannot be tested
–They ignore They ignore consciousconscious cognitions cognitions
–They ignore situational influencesThey ignore situational influences
•Radical behaviorism is flawed Radical behaviorism is flawed
–It ignores cognition and emotion (Rotter’s It ignores cognition and emotion (Rotter’s
“content of personality”)“content of personality”)
•e.g., Assumes that e.g., Assumes that actual reinforcementactual reinforcement is necessary for is necessary for
learning to occurlearning to occur
•e.g., Rejects free wille.g., Rejects free will

5. Bandura’s Triadic Model of Bandura’s Triadic Model of
Reciprocal DeterminismReciprocal Determinism
Environmental
Influences
Personal Factors
(beliefs, expectations,
self-perceptions)
Overt
Behavior

6. Beyond Reinforcement 1Beyond Reinforcement 1
•External reinforcement isn’t the only way in External reinforcement isn’t the only way in
which behavior is acquired, maintained, or which behavior is acquired, maintained, or
alteredaltered
•We can also learn by We can also learn by observingobserving, , readingreading, or , or
hearing abouthearing about others’ behavior others’ behavior
–We develop We develop anticipated consequencesanticipated consequences for our for our
behaviorsbehaviors
•Even for behaviors we’re never engaged inEven for behaviors we’re never engaged in
–Our cognitive abilities give us the capability for Our cognitive abilities give us the capability for
insight and foresightinsight and foresight

7. Beyond Reinforcement 2Beyond Reinforcement 2
•Bandura’s biggest contribution to Bandura’s biggest contribution to
learning theory:learning theory:
–New patterns of behavior can be acquired New patterns of behavior can be acquired
in thein the absence of external reinforcementabsence of external reinforcement
–We can pay attention to what others do, We can pay attention to what others do,
and repeat their actionsand repeat their actions
•i.e., We learn through observation, rather than i.e., We learn through observation, rather than
through direct reinforcementthrough direct reinforcement

8. Self-Regulation and CognitionSelf-Regulation and Cognition
•We can exercise control over our behavior We can exercise control over our behavior
through through self-regulationself-regulation
–We are not slaves to environmental influencesWe are not slaves to environmental influences
–We have free willWe have free will
•Cognition allows us to use previous experiences, Cognition allows us to use previous experiences,
rather than trial-and-error, to foresee probable rather than trial-and-error, to foresee probable
consequences of our acts, and behave accordinglyconsequences of our acts, and behave accordingly
•Self-regulation allows us to choose behaviors that Self-regulation allows us to choose behaviors that
help us to avoid punishments and move towards help us to avoid punishments and move towards
long-term goalslong-term goals

9. Bandura et al., 1963Bandura et al., 1963
SubjectsSubjects
•48 boys and 48 girls 48 boys and 48 girls
attending Stanford U attending Stanford U
Nursery SchoolNursery School
•Mean age 4.3 yearsMean age 4.3 years
•Ss are matched across Ss are matched across
experimental groups experimental groups
for degree of for degree of
aggressive behavior aggressive behavior
shown in nursery shown in nursery
school interactionschool interaction
Exposure to an Exposure to an
aggressive modelaggressive model
(4 conditions)(4 conditions)
1.1.Observe an adult model Observe an adult model
behave aggressivebehave aggressive
2.2.Observe same adult Observe same adult
model and same model and same
behaviors, but on filmbehaviors, but on film
3.3.Observe same behaviors Observe same behaviors
performed by a cartoon performed by a cartoon
charactercharacter
4.4.Control group (no Control group (no
observations)observations)

10. Response measuresResponse measures
1.1.Total aggressionTotal aggression
2.2.Imitative Imitative
aggressionaggression
3.3.Partially imitative Partially imitative
responsesresponses
Mallet aggressionMallet aggression
Sitting on the Bobo Sitting on the Bobo
dolldoll
4.4.Nonimitative Nonimitative
aggressionaggression
Aggressive gun playAggressive gun play

11. Bandura et al. Results 1:Bandura et al. Results 1:
Total AggressionTotal Aggression
Female Male Female Male
Real life model Film model
Cartoon
Model
No Model
Control
GirlsBoys

12. Bandura et al. Results 2:Bandura et al. Results 2:
Imitative AggressionImitative Aggression
Female Male Female Male
Real life model Film model
Cartoon Control
GirlsBoys

13. Bandura et al. Results 3:Bandura et al. Results 3:
Partially Imitative ResponsesPartially Imitative Responses
F M F M
Real life Film
CatCntrl
Mallet Aggression
F M
F M
Real life Film
CatCntrl
Sits On Bobo Doll

14. 0
20
40
60
80
100
120
140
G
ir
ls
B
o
y
s
G
ir
ls
B
o
y
s
G
ir
ls
B
o
y
s
G
ir
ls
B
o
y
s
Total
Aggression
Imitative
Aggression
Mallet
Aggression
Sit on
Bobo Doll
Real life mode –
Female
Real life model –
Male
Film model –
Female
Film model –
Male
Cartoon
Control

15. Implications: Implications:
Eron & Heusmann, 1985Eron & Heusmann, 1985
0
10
20
30
40
50
DV: Seriousness of Criminal Act by Age 30
Low LowMed MedHigh High
Frequency of TV Viewing at Age 8
Females Males

16. ModelingModeling
•We learn much of what we do through We learn much of what we do through
observing and speaking with others observing and speaking with others
(“models”), rather than through (“models”), rather than through
personal experiencepersonal experience
•We form a cognitive image of how to We form a cognitive image of how to
perform certain behaviors through perform certain behaviors through
modeling, and use this image as a modeling, and use this image as a
guide for later behaviorsguide for later behaviors

17. Basic Processes of Basic Processes of
Observational Learning 1Observational Learning 1
1. Attentional Processes
(attend to and accurately
perceive model’s behavior)
2. Retention Processes
(remember the
model’s behavior)

18. Basic Processes of Basic Processes of
Observational Learning 2Observational Learning 2
3. Motor Reproduction Processes
(translate symbolically coded
memories of the model’s behavior
into new response patterns)
4. Motivational Processes
(if positive reinforcement is
potentially available, enact the
modeled behavior)

19. Reinforcement in Reinforcement in
Observational LearningObservational Learning
Types of ReinforcementTypes of Reinforcement
•Vicarious reinforcementVicarious reinforcement
–Vicarious positive reinforcementVicarious positive reinforcement
–Vicarious punishmentVicarious punishment
•Self-reinforcementSelf-reinforcement
–Reward or punish self for meeting or failing Reward or punish self for meeting or failing
to meet own standardsto meet own standards

20. Empirical Evidence of Empirical Evidence of
Observational LearningObservational Learning
•Children who see an adult behave aggressively might view Children who see an adult behave aggressively might view
that aggressive behavior as a positive thing (i.e., expect that aggressive behavior as a positive thing (i.e., expect
positive reinforcement of some type for that behavior), positive reinforcement of some type for that behavior),
and therefore might imitate that aggressive behaviorand therefore might imitate that aggressive behavior
–Bandura & Huston, 1961Bandura & Huston, 1961
•Children imitate a model’s aggressive behavior in the presence Children imitate a model’s aggressive behavior in the presence
of the modelof the model
–Bandura, Ross, & Ross, 1961Bandura, Ross, & Ross, 1961
•Children imitate a model’s aggressive behavior in a new Children imitate a model’s aggressive behavior in a new
setting, away from the modelsetting, away from the model
–Bandura, Ross, & Ross, 1963Bandura, Ross, & Ross, 1963
•Will children imitate a film-model’s aggressive behavior?Will children imitate a film-model’s aggressive behavior?

21. Performing the Right Behavior at the Right Time:Performing the Right Behavior at the Right Time:
Self-RegulationSelf-Regulation
•We learn all kinds We learn all kinds
of behaviors by of behaviors by
observing othersobserving others

•Why don’t we all Why don’t we all
just run around just run around
imitating every imitating every
behavior we see?behavior we see?

22. Recall the Triadic Model of Recall the Triadic Model of
Reciprocal Determinism Reciprocal Determinism
Environmental
Influences
Personal Factors
(beliefs, expectations,
self-perceptions)
Overt
Behavior

23. Self-RegulationSelf-Regulation
•An important “personal An important “personal
factor” is the ability to factor” is the ability to
self-regulateself-regulate
•Some people are pretty Some people are pretty
good at this, some good at this, some
people aren’t so goodpeople aren’t so good
•Self-regulation is Self-regulation is
probably probably domain-domain-
specificspecific (recall the (recall the
“environmental “environmental
influences” component influences” component
of the triad model)of the triad model)
–Can regulate some Can regulate some
things, but not othersthings, but not others

24. Delay of GratificationDelay of Gratification
•Children who are Children who are
able to delay able to delay
gratification at age 5 gratification at age 5
are less likely to are less likely to
become alcoholics become alcoholics
or drug addicts later or drug addicts later
in lifein life
–Specific to appetitive Specific to appetitive
rewardsrewards

25. SummarySummary
•We acquire, maintain, and modify behaviors We acquire, maintain, and modify behaviors
that we see others performthat we see others perform
•We decide which behaviors to keep, and We decide which behaviors to keep, and
when to use them, by using: when to use them, by using:
–symbolic thought (“what are my long term symbolic thought (“what are my long term
goals?”) goals?”)
–emotion (“damn that Bobo doll!!!”) emotion (“damn that Bobo doll!!!”)
–self-regulation (“I really want to stab my prof, but self-regulation (“I really want to stab my prof, but
I need an A, so…”)I need an A, so…”)
•Bandura and other Social Learning Theorists Bandura and other Social Learning Theorists
put the “person” back into personality by put the “person” back into personality by
stressing the interplay of personal factors, stressing the interplay of personal factors,
environmental factors, and behaviorenvironmental factors, and behavior